Interactive adaptive learning system

ABSTRACT

An interactive adaptive learning system. A collection of core stimuli consisting of at least auditory and visual symbols and information, are stored on a computer. A number of different relationships between the core stimuli are created which can then be presented as discrimination or identification tasks to the user. Different sets of stimuli are then presented succeedingly to the user and the user is requested to respond. The form of response can either be to investigate and analyze the stimuli, or attributes of the stimuli, or answer of the quarry regarding the discrimination or identification task. The system has a built in strategy for progressing the user through learning tasks. The users actions and responses in reaction to the stimuli are all recorded and analyzed. Based not only on the success rate of the user responses, but also on other characteristics of the users reaction to the stimuli, the users learning strategy is classified. This classification is then utilized to either allow the learning strategy to continue as initially set, or to dynamically adjusted to find the presently indicated level of difficulty for the user or to adapt to the users particular learning strategies or needs.

BACKGROUND OF THE INVENTION

[0001] A. Field of the Invention

[0002] The present invention relates to the field of learning assistancetools and techniques, and in particular, to computerized systems thatcan be used in training or learning programs for such things as hearing,speech, reading, writing, mathematics, and language skills.

[0003] B. Problems in the Art

[0004] Through history many attempts have been made to facilitate moreefficient learning of what will be called rule-based systems. Examplesare speech and language skills, and mathematical skills. Historically,and yet today, the most conventional learning methods use repetitive,rote learning, which includes teacher/student interaction.

[0005] For example, teaching of reading or writing generally involvesrepetitive exercises by the learner, beginning with very basic, simpletasks and progressing through more and more difficult tasks. Thisobviously is “labor” intensive, both from the standpoint of the learnerand any teacher or assistant that is monitoring or assisting in thelearning exercises. Teachers must spend significant amounts of hands-ontime, particularly with students that have special needs or learningdifficulties.

[0006] This type of “manual” learning training is therefore time andresource intensive. It also is susceptible to a certain amount ofsubjectivity on the part of either student or teacher. Still further itrelies significantly on the discipline, interest, and skills of studentand teacher.

[0007] A more concrete example is as follows. A young student withhearing impairment is to begin to learn to decode spoken language. Ateacher, with or without the assistance of recorded sound, repetitivelypresents spoken words to the student and attempts to train recognitionof spoken language. Pictures or other perceivable information can bemanually presented to the student along with the spoken words. Theteacher decides the pace and content of each lesson and controls theprogression of the student subjectively.

[0008] The time and effort of the teacher is critical to success of theprogram. Such valuable one-on-one learning is extremely valuable, andtherefore difficult to obtain for a wide range of students. Therefore,one-on-one teaching time is in many cases by necessity essentiallyrationed. Students are left to practice or train on their own, orwithout expert assistance. A deficiency in this arrangement is the lackof supervision and the reliance on the individual for progress. Stillfurther, standardized training materials may not function well forstudents with a typical or problematic learning or perception skills.

[0009] Attempts at improvement in this area have involved development ofsomewhat automated or computerized training systems. A substantialnumber of interactive computerized systems are based primarily ongame-type exercises which present tasks which demand a right or wronganswer. The student simply takes the “test” and is scored on the numberof right or wrong answers. The primary deficiency in such systems is thelack of flexibility for students with different learning styles orcapabilities.

[0010] Such a student just may not function efficiently in a stark“right” or “wrong” question/answer system.

[0011] Still further, such present day interactive systems are somewhatlimited in that they are directed only to fairly narrow, limited aspectsof learning or training relating to certain subject matter.

[0012] Systems have therefore been developed, called individual learningsystems (ILS) that attempt to tailor the learning task to individualstudents. These systems are still based primarily on right or wronganswers, and even though somewhat individualized, are not as flexible asmight be desired.

[0013] The present state of the art therefore lacks flexibility. Thereis no satisfactory system that can be used for wide variety ofindividualized problems or learning skills, or which is applicable to awide range of standard course contents or a wide variety of courses.Still further, the state of the art has room for improvement in the wayspecial learning problems are handled. In effect, many allegedly hightechnology individualized computerized systems may be no better, or evenworse than, training on a one-on-one basis with a human teacher.

[0014] Additionally, a need exists in the art for a powerful trainingand learning system that is integratable with a number of differentlearning tasks and subject matter. A need exists with regard toefficiency in terms of economical allocation of resources, speed interms of providing the most efficient progress for individualizedlearning skills, incentive in terms of providing motivation for learnersand/or teachers to succeed and progress at the most beneficial rate; allto maximize the learning potential and success for the least amount oftime and dollars.

[0015] It is widely acknowledged that education is truly a key to manyfacets of life. In fact, education is and historically has been, in theUnited States and many countries, a leading public policy priority.Therefore, improvements in the ability to provide learning, from thestandpoint of meaningful success for the students, as well as efficientallocation of resources towards that end, should be a primary goal ofall levels of government and its citizens. Studies have shown that oneroot of illiteracy is lack of foundational learning and training by thefirst grade level. A need therefore exists regarding efficient andeffective training of pre-reading skills for first graders and evenkindergartners. The ability of children this age to self-teach isminimal. Therefore, an effective automated learning assistance systemwould be of tremendous value to children, as well as society in general,if viewed from a long-term perspective.

[0016] Additionally, there is great need and increasingly reducedresources for assisting in learning for deaf or the hearing impaired,particularly younger children who would value greatly from speechperception and reading training.

[0017] C. Objectives and Advantages of the Invention

[0018] It is therefore a principle object and advantage of the presentinvention to provide an interactive learning assistance system whichimproves upon the state of the art or solves many problems in the stateof the art.

[0019] Other objects and advantages of the present invention are toprovide a system as above described which:

[0020] Allows most efficient learning, and accommodates different waysof learning both for normal and problem learners.

[0021] Provides a process-oriented learning training system rather thansimply right/wrong learning training.

[0022] Provides a system that is dynamic in the sense that it isself-adjusting to different learners' speeds, styles, and needs.

[0023] Is multisensory and perceptually based.

[0024] Allows discovery and exploration for learning rather than imposedrules for learning.

[0025] Does not focus on a presumed learning technique for everyone.

[0026] Is truly individualized for each learner.

[0027] Is flexible but integrateable to many applications and needs.

[0028] Allows selection or imposition of various performance strategiesand levels.

[0029] Provides for on-call reporting to allow evaluation of progressand changing of strategies at any time.

[0030] Allows continuous and comprehensive recordation of user responsesto derive learning styles along with performance criteria.

[0031] Can be used for a variety of learning, including speechperception, vocabulary, reading, mathematics, geography, language(English and foreign) and other rule-based subject matter.

[0032] Empowers efficiency in learning including improved speed inlearning which translates into more efficient use of time and money.

[0033] Is substantially automated and automatic in its dynamicadjustment to learning styles.

[0034] Allows a number of options and features which can enhancelearning, for example, interjecting background noise over speechrecognition training stimuli for those who are hard of hearing.

[0035] These and other objects, features, and advantages of theinvention will become more apparent with reference to the accompanyingspecification and claims.

SUMMARY OF THE INVENTION

[0036] The present invention, in its broadest sense, relates to a systemthat can be used to transfer learning. It relates to learningassistance, particularly for rule-based systems. Examples are speech,reading, math, and languages. The student interacts with a computer. Auser interface includes a computer display, some type of stimulipresentation device (visual, auditory, or otherwise), and a manuallyoperable response device such as a keyboard, touch screen, or mouse.Software presents a series of logically coded analytical units (stimuli)to the user. These analytical units are taken from a predetermined setof core stimuli which can consist, for example, of sentences, words,sounds, images, etc.

[0037] The user is presented with tasks, for example to compare twostimuli and respond whether they are the same or different. The softwareallows the user to explore or discover information about the two stimulibefore making a decision by allowing the user to selectively accessfurther information regarding the stimuli. Different levels ofdifficulty of the tasks are available. Difficulty levels can bepresented based on the amount of sub-information made available to theuser regarding any stimuli, the difficulty of the task, time limitsimposed on completing the task, rate of progression from less difficultto more difficult, and other criteria.

[0038] To begin a session, the range of level of difficulty isdetermined for a user. Access to a given amount of information regardingthe task can either be selected by an instructor, or the software willtest the user and automatically select a beginning level. Thereafter,the system will continuously and comprehensively monitor the performanceof the user and provide feedback, not solely on success-rate based onright or wrong responses, but also on type of response, the time ittakes to respond, and the specific discovery and answering strategyutilized.

[0039] The user's performance therefore is continuously, essentially inreal time, analyzed by comparison to standardized and preset goals orcriteria based on right/wrong criteria, but also on non-right/non-wrongcriteria. As a result of that feedback, the pre-selected strategies andprogression plan will be adjusted. Essentially, tasks can be made moreor less difficult depending on performance and method of performance.The level of difficulty can be changed not only as to the subject matterof the stimuli, but also in more subtle aspects, such as rate ofprogression in each lesson, the amount of information available forexploration and discovery for each task, the type of information madeavailable to discover, etc.

[0040] Software therefore automatically and dynamically sets andcontrols strategy and movement of the student through series of lessons.Performance is recorded and quantified. The user has a significantamount of control and can explore and discover to match his/her ownlearning strategies and techniques. A teacher can at any time request areport on performance and subjectively alter the learning strategy andmovement for the student. Still further, software allows as an optionthe ability for a teacher or instructor to customize lessons forindividualized students.

[0041] The invention therefore presents a learning training system whichallows the efficient utilization of teacher or expert supervision, whilepresenting to a user a learning training tool for intense, long period,repetitive learning tasks which conforms to the learning styles of theindividual and therefore is more likely to be motivating and pleasurableto utilize.

[0042] The invention has a number of options or enhancements that willbe discussed in more detail later.

DESCRIPTION OF THE DRAWINGS

[0043]FIG. 1 is a block diagram of the hardware components for apreferred-embodiment according to the present invention.

[0044]FIG. 2 is a block diagram of the overall architecture of thesoftware of FIG. 2.

[0045] FIGS. 3A-3D are Flow charts of portions of programming related tothe preferred embodiment.

[0046]FIG. 4A is a diagram of the general format for screen displays fortraining tasks regarding the preferred embodiment of the invention.

[0047]FIG. 4B is a specific screen display for a discrimination taskaccording to the preferred embodiment of the invention.

[0048]FIG. 4C is a specific example of a screen display for anidentification task for the preferred embodiment of the invention.

[0049]FIG. 5 is a screen display providing an example of a word list forthe preferred embodiment.

[0050]FIG. 6A is a collection of screen display examples for varyingattributes according to the preferred embodiment.

[0051]FIG. 6B is a further collection of screen display examples forattributes of the preferred embodiment.

[0052]FIG. 7 is a display and legend key for the various auditory visuallevels for either identification tasks or discrimination tasks.

[0053] FIGS. 8A-8F are screen displays for the various auditory visuallevels for discrimination tasks as set forth in FIG. 7.

[0054]FIG. 9 is a display of the various strategy types for thepreferred embodiment.

[0055]FIG. 10 is an exemplary screen display for a preview task.

[0056]FIG. 11 is an exemplary display for a production training task.

[0057]FIG. 12A is an exemplary screen display of a puzzle feedback.

[0058]FIG. 12B is an exemplary display for painting feedback.

[0059]FIG. 13 is a screen display for selecting a speech perceptionlevel for a user.

[0060] FIGS. 14A-14D are screen displays for selecting lesson levels fora user.

[0061]FIG. 15 is a screen display for selecting a task for a user.

[0062]FIG. 16 is a screen display for selecting a strategy for a user.

[0063]FIG. 17 is a screen display for selecting a level of audiovisualsupport for a user.

[0064]FIG. 18 is a screen display for selecting specific tasks for auser.

[0065]FIG. 19 is a screen display for selecting certain parameters fortesting a user.

[0066] FIGS. 20A-20L are screen displays relating to creating a userfile for an individual user.

[0067] FIGS. 21A-21J are examples of various screen displays fordifferent perception tasks according to the preferred embodiment of thepresent invention.

[0068]FIG. 23 is a block diagram of the editor process available withthe preferred embodiment of the present invention.

DETAILED DESCRIPTION OF PREFERRED EMBODIMENT

[0069] A. Overview

[0070] To assist in a better understanding of the invention, a preferredembodiment will now be described in detail. It is to be understood thatthis preferred embodiment is but one form the invention can take and isnot exclusive of the forms that are possible.

[0071] The drawing figures will be referred to throughout thisdescription. Reference numerals and/or letters will be used to indicatecertain parts or locations in the drawings. The same reference numeralswill be used to indicate the same parts or locations throughout thedrawings unless otherwise indicated.

[0072] B. General Environment of the Preferred Embodiment

[0073] The example given by this preferred embodiment is particularlyrelevant to the teaching of young children (kindergarten or firstgraders) and/or children with hearing loss (either total or partial), orchildren with other types of perception impairments, such as learningdisabilities. It is therefore to be understood that the conceptsdiscussed would be by analogy applicable to any learning training,regardless of age, capabilities, or impairments; and particularly tolearning of rule-based systems such as speech, reading, language(English and others), math, and the like.

[0074] As will be described in more detail below, the preferredembodiment entails a computer-based interactive system. In the abovedescribed environment with regard to learning by relatively smallchildren, a teacher or speech/hearing professional is generally involvedto initialize and monitor the training. However, the invention certainlycan be used at home by non-technically trained persons.

[0075] Still further it is to be understood that the specific examplediscussed has some subtle concepts which are generally well known tothose in this art, although some will be brought out here to assistthose relatively unskilled in the art. First, the learning trainingdiscussed is many times very fundamental and highly repetitive. Forexample, a deaf child trying to distinguish between the sound of a onesyllable word and environmental noise such as a car horn or a dog bark,must start at a very fundamental level. The student would be givenintensive repetitive tests where the stimuli were simple one syllablewords compared to non-speech sounds. Through long period, repetitivetraining, the child will begin to distinguish the same. This will laythe foundation for movement to more difficult differentiations; forexample multi-syllable words or sentences compared to multi-syllablewords or sentences of different makeup. One of the main advantages ofthe present invention is to allow such sometimes tedious, intensive workto be marshalled autonomously by the computer system while maintaining alevel of motivation and interest in the user. This allows the teacher,professional, or parent the ability to ration their attention, whilemaintaining the interest of the user, and in fact, providing the userwith the level of difficulty needed for the user's particular needs.

[0076] The following description will be broken down into thesesegments. First, a basic discussion of a preferred hardware system willbe set forth. Thereafter, a high level description of the software ofthe preferred embodiment will be given. This will be followed by aspecific discussion of various fundamental concepts utilized in thesystem. Thereafter a specific example of operation of the system will beset forth with reference to various examples of data and stimuli thatare useful for these purposes. Finally, a discussion of options,alternatives, and features of the invention will be given.

[0077] C. Hardware

[0078]FIG. 1 diagrammatically depicts a basic hardware setup accordingto the preferred embodiment of the invention. What will be calledcollectively system 10 includes a computer processor 12 which ispreferably an IBM or IBM compatible 386 microprocessor with fourmegabyte RAM and an 80-100 megabyte hard drive capacity. System 10 canwork with a minimum of a 286 microprocessor with 640 K-RAM and 60 meghard drive. For institutional use a 386 DX/25+, 8 mega byte RAM, 100-200megabyte hard disk is recommended.

[0079] An EGA-VGA adapter and monitor 14 are preferred as the visualdisplay component of the multi-perceptual system 10. Monitor 14comprises a part of what will be called the user interface to system 10which includes not only monitor 14 for presentation of visual stimuliand information readout, but also a user input that can consist ofeither a touch screen 16 (Edmark Corporation Touch Window) availablefrom a variety of vendors; a mouse 18, such as is well known in the art;or a keyboard 20. In the preferred embodiment all three components canbe used to facilitate not only user input but also operation of theprogramming and entry of data.

[0080] A sound stimuli component for the user interface consists of aspeaker 22 (in the preferred embodiment a bookcase size speaker) that isinterfaced to processor 12 by a Covox sound board available from Covox,Inc. 675 Conger Street, Eugene, Oreg. 97402 (see reference numeral 24).Optional components related to auditory stimuli can include standardhead phones 26 placeable on user 28; or a cochlear input selector 30which is attachable to a cochlear implant in a user; or a vibrotactiledevice 32 which is connectable to a vibratory transducer that could beused by a user. A microphone 36 can also be included.

[0081] As is known to those skilled in the art, each of those auditorycomponents could be used for presenting sound to a user. Speaker 22 andheadphones 26 would present sound as is normally understood; whereas thecochlear implant and vibrotactile devices would present it in aelectrical or vibrational mode to those who are deaf or have a hearingimpairment.

[0082]FIG. 1 also shows security key disk 34 (from Dallassemiconductor), such as is well known in the art, is useful in limitingaccess to system 10. System 10 will not operate unless the key disk 34is inserted, for example, in the parallel port on processor 12.Furthermore, it can contain initialization information regarding theuser which can facilitate easy start up and use of system 10. Analternative is to require users to utilize a pass word which is keyed inon keyboard 20.

[0083] It is further noted that in the preferred embodiment, acomprehensive manual would be given to the user of system 10 to assistinstallation of the programming, hookup of the hardware, andinitialization and use for a variety of users and purposes.

[0084] D. Software Configuration

[0085]FIG. 2 depicts diagrammatically the high level structure ofsoftware according to the preferred embodiment of the present invention,and its use of memory.

[0086] The software runs on MS-DOS and is written in Turbo C and C+language.

[0087] A floppy disk is supplied with the programming and is installedinto computer 12 as is conventional and within the skill of those ofordinary skill in the art. For example, floppy would be inserted intodrive A, the enter key pressed, and INSTALL typed in and again the enterkey pressed. Approximately 4 megabytes of space are needed in RAM and60-80 meg on the fixed drive for the program and at least 15 files mustbe set up. If a printer is utilized it should be connected to the LPT1port. By following the instructions on the screen, completion ofinstallation of the programming can be accomplished. After these basicsare installed, audio, picture, and stimuli library and supportingexecutables are installed in a similar manner.

[0088] What is called the core stimuli for the programming areapproximately 1600 words, sounds, pictures, and the like which form thebasis for the training lessons presented with system 10. These corestimuli have been carefully selected on the basis of years of researchand study, but system 10 allows the addition of customized stimuli. Forexample, it is known that personalized information allows better andquicker learning. Thus, picture stimuli that have a personal connectionto any learner, (including small children) can be added to the corestimuli according to known in the art methods. Likewise words, sounds,and other stimuli can be added in.

[0089] As will be discussed in more detail later, different courses canbe offered with system 10. In this preferred embodiment, a course onlistening will be described. Different courses on listening, or coursesdealing with pre-reading and reading subject matter can be separatelyinstalled and utilized. As previously mentioned, courses on mathematics,geography, and the like could also be prepared.

[0090] As will be further described below, memory also contains aplurality of different lessons for each specific course to allow varietyfor the user as well as varying levels of difficulty. In the preferredembodiment approximately 1000 lessons are utilized.

[0091] E. Software Overview

[0092] By referring to FIGS. 2 and 3A-3D a high level diagram of theconstruction and interrelationship of the software according to thepreferred embodiment is shown. As previously explained, various courseswould be possible. In this embodiment course 1 dealing with listening isspecifically discussed.

[0093] Under each course is a plurality of lesson packages. Each lessonpackage (in the preferred embodiment approximately 160 lesson packages)would involve between 1 to 15 lessons. System 10 has about 1,000 lessonsavailable to it.

[0094] For the listening course each lesson would generally contain oneor more word lists. In this context word lists can mean words,combinations of words, sentences, non-speech sounds, or any auditorystimuli.

[0095] As shown at FIG. 2, the lessons can also consist of feedback,libraries, mode, and tasks.

[0096] Therefore, when operating system 10, a user, teacher, parent, orprofessional, can select from a number of different lesson packagesrelated to the specific learning training desired for the user. As canbe appreciated, the content of the lessons can cover wide variation ofsubject matter.

[0097]FIG. 2 specifically sets forth what is involved with each possiblecomponent of a lesson.

[0098] First of all, tasks consist of one or more of pretest, posttest,practice, training, and production. Specific examples of these will begiven later. Basically the lesson can predetermine whether the user isprepared for the level of difficulty of the lesson using a pretest. Itcan also posttest the student to better check what has been learned. Apractice component can allow the user to familiarize him or herself withthe particular task. The term training refers to the actual learningprocess.

[0099] A production task involves a variety of tests or processes aimedat requiring the user to essentially produce a result. The productiontask may differ substantially from the training and is incorporated asan optional feature to go along with the listening training. One exampleis to have the student vocalize a word or try to match the word assounded by system 10.

[0100] The term “Mode” in the preferred embodiment means selectionbetween essentially a discrimination task or an identification task. Adiscrimination task merely asks the user to state whether two presentedstimuli are the same or different. Identification tasks present astimuli and then ask which of two or four succeeding stimuli matches theoriginal stimuli. A comprehension mode is also possible which presentsthe stimuli and then requires language comprehension to select theanswer.

[0101] The “libraries” portion of each lesson relates to the specificaudio visual presentations that will be available in the lesson. As canbe shown, audio, pictorial, and text are either taken from pre-storedcore stimuli, or as indicated by the box labeled “input from stimulieditor”, can be customized and input for use. Still further, the editfeature allows editing of the existing core stimuli.

[0102] As is also shown in FIG. 2, textual stimuli are coded into thelibraries so that essentially the difficulty of their presentation canbe quantified in valuing the difficulty of certain lessons. This will bediscussed further below.

[0103] The feedback component of the lessons simply is any number ofbuilt-in presentations that provide reinforcing feedback and motivationto the user of system 10. For example, a child could be rewardedperiodically with a puzzle, stars, or a painting task. Older children oradults could be rewarded with something at perhaps a higher level suchas a text message.

[0104]FIG. 2 also shows that an important aspect of the software is the“strategy” for the tasks and for the lesson packages of the course. Inthe lower right hand corner of FIG. 2, it is shown that either bycustomized selection, or by default settings programmed into thesoftware, such things as ordered or random presentation of stimuli foreach lesson can occur, certain performance criteria can be adjusted foreach user, the level of abstraction of stimuli can be adjusted, rate ofprogression, and the amount of audio visual support for each task can beselected.

[0105] The strategy therefore can essentially set the initial difficultyof each lesson and then the rate of progression as far as difficultyfrom then on.

[0106] In the preferred embodiment, as shown in FIG. 2, software allowsrecordation and analysis of the entire response profile of the user foreach lesson or lesson package. As will be described in more detaillater, the reporting not only simply records right or wrong answers, butalso codes each answer with a value correlated to the meaning of thelearning strategy of the user. It also records reaction time and othercriteria, other than simply the right or wrong answer. From thisreporting is derived a performance profile which is compared to theperformance criteria and imposed strategy. System 10 can then eitherautonomously (or ask the teacher or professional to) evaluate theperformance and select a change in strategy (either more difficult orless difficult) or remain the same. Additionally, as the tasks areproceeding, system 10 autonomously and dynamically can change thedifficulty of the tasks based on performance. The change is notnecessarily isolated to the stimuli presented, but rather can varyacross such subtle matters as changing the amount of time for each task,changing the level of acceptable success or failure rates, providingless or more supplemental information with which to contemplate ananswer, or allowing more repetitions of certain tasks.

[0107] It is to be understood that the system is very flexible in thisaspect but provides the advantage of dynamically, on the fly, monitoringa user's progress and then adjusting one or more of these sometimessubtle criteria to in turn adjust presentation of the tasks and allowthe user to not only go at his/her own speed, but to discover andexplore and to find his/her own best learning strategies.

[0108]FIG. 4A shows the basic flow of the program, includinginitialization and how the computer sets up tasks. FIG. 3A shows thebasic method of “DO TASK” from FIG. 4A. FIG. 4C shows how performance isquantified to raise or lower next lesson difficulty; while FIG. 4D doesthis for next task.

[0109] F. Training Task Displays

[0110] FIGS. 4A-4C provide examples of the type of display that wouldappear on the user's screen during a training task. In FIG. 4A, thebasic template for a screen display task is shown. It is important tounderstand that in the preferred embodiment, these templates are uniformfor all tasks. The left-most column are called “top level” spaces. Thisis where the stimuli being compared by the user is identified. The boxesto the right of “top level” are called “attributes” and as will befurther seen below, basically are features, characteristics, orsub-parts of the top level stimuli. It is important to understand thatthe attributes may or may not be available for review by the user incertain testing levels. If the testing is more difficult, attributeswhich would allow one to explore and discover more about a stimuli maynot be available to make the task more difficult.

[0111] As is also indicated at FIG. 4A, the lesson name would bedisplayed along with the name of the current user. The trial countersegment could be a linear bar having various segments which wouldrepresent to the user the number of trials before any successfulcompletion of a task.

[0112] Therefore, top level presentations relate to a whole stimulus,whereas the attribute sections are a presentation of a whole stimulus orabstractions of the whole stimulus. FIGS. 4B and 4C give concreteexamples. For discrimination tasks FIG. 4B shows that in a touch screensituation the first top level stimulus would be presented. The userwould then review the bottom top level stimulus when presented andconsider whether they are the same (“S”) or different (“D”). If the userbelieves he/she knows the answer, the S or D would be. Depending on thelevel of difficulty of the particular lesson, an attribute (in this casethe abstraction consisting of the relative length of the word of the toplevel stimulus is displayed). “Boat” has a very short, black bar. “Watchthe elephant” has a relatively longer black bar. This helps the user intheir discrimination between stimuli.

[0113]FIG. 4C shows an identification task. To the right of the questionmark would be presented the top level stimuli. To the right of “1” and“2” would be presented the options for matching with the “?” stimulus.Again, attributes could be displayed to assist in the task. The usercould be exposed to only attributes at either stimulus or responselevels, and/or only whole stimuli at the other level, in order to forcesynthesis of the parts or analysis of the whole.

[0114] It is to be understood that the software allows the user toreplay either the top level stimuli to encourage exploration of auditoryinformation. The user is never penalized for requesting repetitionsprior to selecting an answer. The user can also replay the attributeinformation and explore the variety of receptional information availablebefore making a selection.

[0115] G. Word Lists

[0116]FIG. 5 shows an example of a word list. The word list would beused for either comparing in discrimination tasks between the oppositewords, or using them in identification tasks. In FIG. 5, each left handcolumn word is a one syllable mixed frequency word. Each right handcolumn word is a three syllable mixed frequency word. This word listwould therefore be available for use by lessons which would contrast oneversus three syllable words with similar frequency characteristics.

[0117] As can be appreciated, a wide variety of word lists are possible.At the end of this description are provided a number of examples ofdifferent types of word lists.

[0118] H. Different Attributes

[0119]FIGS. 6A and 6B illustrate the different types of attributesavailable for certain top level stimuli. In FIG. 6A the top attribute isa non-speech attribute which indicates that the top level auditorystimuli in this instance is a frog croak and not a word. Such anattribute again would help the user in identifying and memorizing frogcroak as a non-speech sound.

[0120] The second display indicates relative length of the phrase by useof a black bar. The third display shows as an attribute the syllablesand each word of the phrase. The fourth display shows each syllable andthe stress one would place when speaking each syllable.

[0121]FIG. 6B from top to the bottom shows what are called segmentedattributes. For example, the words are included in separate boxes and apicture is associated with the descriptive word “elephant”.Alternatively the different words are in separate boxes with syllablesrepresented by bars that can be called up by the user to explore andinvestigate before answering. Thus can be seen there are even clues thatcan be programmed in for investigation by the user.

[0122]FIGS. 7 and 8A through 8F specifically shows AV levels fordiscrimination tasks. Those for identification tasks are similar.

[0123] I. Strategy

[0124]FIG. 9 provides a screen display for the various strategy typesthat can be selected by teacher or professional, or which can be builtinto default settings in the software. The user's progression orregression through a series of tasks and lessons is determined byhis/her own performance and how that interacts with the general strategyselected for that user initially. As can be seen in FIG. 9, the strategytypes are comprised of four elements namely (1) initial presentation(can be either “B” in which “both” stimulus and responses are displayedor “T” in which “target-only” initial presentations are displayed); (2)audio/visual set (either “A” which is auditory level only or “V” whichincludes visual and auditory levels); (3) type of word group (eithersame word group or different word group); and (4) rate ofprogression/regression (fast, medium, or slow).

[0125] J. Preview

[0126]FIG. 10 simply shows a screen-display whereby samples of stimulito be included in the following training tasks are shown to the user.Full auditory/visual support is provided and the user can request asmany repetitions as desired. It is exploratory only and not taskrelated.

[0127] K. Production Training

[0128]FIG. 11 illustrates a production training task as indicated inFIG. 3. It includes three components: Listening, recording, and judging.The user can listen to a prerecorded stimulus just as if he/she were inthe perception training tasks. Only one stimulus however serves as themodel for production. The user can record and play back the stimulus andcontrast it with the model prerecorded stimulus. The clinician or usercan make a perceptual judgment about each of the user's productions byselecting one of five stars following each production. To advance to thenext trial the clinician can select either “next” or “O.K.”. Nextrepresents an unacceptable production and “O.K.” an acceptableproduction. Stars are shown for “O.K.” and “balloons” for “next”. Thetrial counter corresponds to the number of trials set and the userdefaults. Stars will appear for “O.K.” response.

[0129] The production training simply allows the user to practicevocalization of words or sounds, in this case, and to allow a teacher toevaluate such vocalizations.

[0130] L. Feedback

[0131] As previously mentioned, FIGS. 12A and 12B show two specifictypes of what are basically rewards that can be programmed into thesoftware. In the preferred embodiment the feedback options are tied intothe success performance of the user in the task. For each successful orcorrect answer on the first try, the user would receive some sort of anindication in the trial counter box at the bottom of the screen. Thenperiodically the feedback display would appear. Based on the number ofstars in the trial counter box, the puzzle feedback of FIG. 12A forexample would break up a picture into the number of puzzle pieces whichcorrespond to the number of stars received by the user. The user canthen try to complete the puzzle using the number of pieces he/she hasachieved. The number of pieces may or may not be selected to correspondto the number of first try correct answers, however. Such a puzzle isintended to try to provide motivation to the user to get as many firsttime correct answers as possible.

[0132] In FIG. 12B, a similar feedback is provided. The user is allowedto use different colors to paint the picture. The amount of time theuser can spend painting and how frequently this occurs can be specifiedin each users file.

[0133] M. Initial Selection Options

[0134] FIGS. 13-19 show screen displays according to the preferredembodiment of the present invention which relate to initial selectionsfor a user related to what level and strategy of tasking is indicatedfor the user. In FIG. 13, for example, the teacher or professional ispresented with a series of YES or NO questions related to the indictedlevel of speech perception for the particular user. Depending on theseanswers, the teacher or professional is directed to other selectionscreens.

[0135] For example, regarding pattern perception, if the user is a veryyoung child with a hearing deficiency, he/she may not be able todifferentiate between speech and non-speech. If so, lessons and taskswithin the lessons would have to start at a very basic level. If thechild could differentiate accordingly, he/she may be able to start at aslightly higher level of lessons and tasks.

[0136] FIGS. 14A-14D show similar type questionnaires which furtherbreak down the questions regarding pattern, word, syllable, andperception; again further trying to identify the potential beginninglevel of tasks for the user.

[0137]FIG. 15 merely asks which task mode (discrimination oridentification) is desired.

[0138]FIG. 16 requests selection of strategy for moving through lessons.The strategy is made by selecting one choice from each of thecategories. For example, TVSMED would be “Target only” on initialpresentation, “Visual O.K.” if user can not perform the auditory onlyinformation, “Same group” for the tasks, and “MEDium rate” ofprogression.

[0139]FIG. 17 shows the selection of the level for AV support, aspreviously described regarding FIG. 7.

[0140]FIG. 18 then asks which of the specific tasks between pretest,preview, training tasks, production tasks, and posttest tasks aredesired.

[0141] Finally, FIG. 19 allows default settings to be made for each userrelating to feedback, tasks, and libraries for AV settings.

[0142] It can therefore be seen that a wide variety of flexibility isgiven to both customize or individualize training for each individual,as well as present different learning strategies for each individual.

[0143] N. Operation

[0144] The basic components and concepts of system 10 have been providedabove. An example of an operation of system 10 will now be set forth.

[0145] By referring to FIGS. 2, 3, and 20A-20L, initiation andpreparation for operation of system 10 can be seen. Initially a userfile must be created for each person using system 10. The operator wouldaccess the editor in the software by selecting EDITOR from a menumanager (see FIG. 20A). A series of editor menus will appear (FIG. 20B)Key F4 should be selected to add a user. As shown in FIG. 20C, one couldcopy the user profile for an existing user or by so indicating create anew user profile.

[0146] Certain basic information is then entered including user name(FIG. 20D in the preferred embodiment up to eight characters long).Thereafter (FIG. 20E) certain information is then requested. In thisFig., feedback defaults are shown. These can be changed by moving thecursor to those values pressing back space and entering new values or bypressing a space bar to toggle between available settings.

[0147] Next the user default screen should be configured (see FIG. 20F).The entries to the questions presented in the user default screen can beanswered based on a previously described options that are available foreach user. When completed, this user default screen will be preservedfor each of the lessons that are built for that user.

[0148] Thereafter, a lesson plan is created (see FIG. 20G). This lessonscreen can be completed either by (1) selecting existing lesson packagesby pressing F5, (2) selecting existing lessons from the lesson libraryby pressing F2, or by (3) entering new lesson components for task mode,word list, attribute, strategy and starting AV level. Thus up to 15lessons can be selected and can be either selected by default orcustomization. As shown in FIG. 20H, if answered YES, the screen of FIG.20I, for example, would appear which would produce default settingsspecific to the user and not the existing lesson defaults.

[0149]FIG. 20J shows an example of how one would customize a word list.

[0150]FIG. 20K shows how one would select a strategy. Again, strategydefines a rate of advancement and direction of movement throughspecified lessons.

[0151] Finally, FIG. 20L, an attribute set can be brought up on thescreen and selected for a specific lesson. Only one attribute type perlesson can be chosen.

[0152] Other selections would then be made available for customizationor default selection:

[0153] Starting A/V level: This option specifies the A/V level settingfor displaying the stimulus during the training task.

[0154] Preview: This YES/NO option controls whether the user is given apreview of the stimuli prior to the training task. This, option may beused to insure the stimuli are in the user's vocabulary before enteringthe task.

[0155] Training: This YES/NO option controls whether the user engages inthe perception training tasks.

[0156] Task Pass Percent: Determines the percent correct needed to passto next training task. Default value is 75%.

[0157] Pretest: This YES/NO option controls whether users are given apretest before receiving training. Pretest value can be compared withtraining values and posttest values to document changes.

[0158] Posttest: This YES/NO option controls whether the users are giventhe posttest on completion of training for a lesson.

[0159] Reserve Testing Group: This YES/NO option is relevant only if thepretesting and/or posttest option is set to YES and controls whethercontent used during testing is or is not used during training.

[0160] Pretest Judgment: This YES/NO option is relevant only if pretestis selected. It controls whether a score obtained on pretest is used toplace the user in a training series. The next two options “advancecriteria” and “enter criteria” are used to set values for entering atraining series based on the pretest score.

[0161] Advance Percentage: This option is relevant only if pretest isselected. The value entered determines when a user advances to the nextlesson level. For example, if the value were set to 85% and the userobtained that score or better, the user would advance to the next lessonlevel for pretest rather than enter the training series.

[0162] Enter Percent: Relevant only if pretest is set to YES. The valueentered sets the lowest acceptable limit for entering a lesson series.If the user can not obtain this entry score he/she will be moved back toa less difficult lesson level.

[0163] Production: A five choice option controls whether the user willbe placed in a production task and if so when the production task willbe sequenced in the training. Options include “none”, “pretest”,“posttest”, “pre/posttest”, and “group based”. If “group based” isselected the production task would be given each time the user movesinto a new contrast group.

[0164] Production A/V Level: This option specifies the A/V level settingfor displaying the stimulus during the production task.

[0165] Method of Grouping Contrasts From Word Lists: This optioncontrols the way in which groups or stimuli are chosen and contrasts arepaired in a lesson. There are four ways of grouping and presentation. Acontrast ALWAYS involves a stimulus item from each set. Stimuli within aset are never contrasted. The four choices illustrated below arepreceded by an explanation of the terms used.

[0166] Training Contrasts: This option specifies a number of contraststo be presented within a training task.

[0167] Reps/Training Contrasts: Option specifies a number of times eachcontrast is repeated within a training task. The total number of trialspresented per task can be determine by multiplying the number oftraining contrasts with the repetitions per contrast. The total numberwithin a task can not exceed twenty.

[0168] Enter the number at the cursor. The backspace or delete keys canbe used to erase the current value.

[0169] (Trials=): The number of total trials will appear after trainingcontrasts and repetitions per training contrast have been specified.This value is dynamically derived by multiplying the two contrasts andrepetitions. To change this value, one or both of the two precedingparameters must be changed.

[0170] Test Contrasts: This option specifies the number of contrasts tobe presented within a pretest and/or posttest task.

[0171] Enter the number at the cursor. The backspace or delete keys canbe used to erase the current value.

[0172] Reps/Test Contrast: This option specifies the number of timeseach contrast is repeated within a pretest and/or posttest task. Thetotal number of trials presented per task can be determined bymultiplying the number of training contrasts with the repetitions percontrast.

[0173] The total number of trials within a task cannot exceed 20.

[0174] Enter the number at the cursor. The backspace or delete keys canbe used to erase the current value.

[0175] Trials=): The number of total trials will appear after testcontracts and repetitions per test contrast have been specified. Thisvalue is dynamically derived by multiplying the contrasts andrepetitions.

[0176] Enter the number at the cursor. The backspace and delete keys canbe used to erase the current value.

[0177] Number of Screen Choices: This option specifies the number ofanswers available during a task. Either a two-choice or four-choiceoption is available.

[0178] Select either “2” or “4” by pressing the space bar.

[0179] Retries per trial: This option specifies the number of retries orchances the user has to select the correct answer before moving to thenext contrast.

[0180] Enter the number at the cursor. The backspace or delete keys canbe used to erase the current value.

[0181] Use Text: This option specifies whether text will be displayedduring the task.

[0182] Select “Yes” or “No” by pressing the space bar.

[0183] Site Group: This optional feature specifies the library number ofa special library established for specific site purposes.

[0184] Enter the number at this cursor. The backspace or delete keys canbe used to erase the current value.

[0185] Picture Group: This option specifies which picture librariesshould be used to display visual information. The choices are “Standard”“SEE 2”, and “Oral”. “Standard” refers to illustrated pictures. “SEE2”refers to Signing Exact English sign language and “Oral” refers topresentation of mouth postures. Only one picture group can be chosen perlesson.

[0186] Select the choice by pressing the space bar.

[0187] Audio Group: Standard English is the only audio group currentlyavailable.

[0188] Audio Overlay Name: This option allows background noise to beintegrated into the audio signal. The default option is to leave thechoice blank and have no overlay signal.

[0189] Select the overlay name by pressing F2.

[0190] Audio Overlay Level: This option controls the level of noiseintegrated into the audio signal. The value entered can range from 1 to100, soft to loud.

[0191] Enter the number at the cursor. The backspace or delete keys canbe used to erase the current value.

[0192] Once all of this is set up, the user can go into the lessons.Depending on what has been selected pretesting can be done to determinethe position the student should start within the lessons. Once trainingstarts, stimuli are presented according to the settings regarding A/Vsupport, attributes, initial presentation, etc., and the user proceedsby answering, exploring, or discovering as previously discussed.Software constantly monitors the progress of the user and will adjust tohis/her performance.

[0193] O. Appendices

[0194] By referring to FIGS. 21A-21J, different types of displays andcontrast types are shown. Appendix A includes listings of the availablelesson packages with one specific example of a lesson package for eachof those types of contrasts.

[0195] It can be seen that wide variety of difficulty is possible.

[0196] Appendix B presents a printout of the menus for software to allowbetter understanding of the configuration of the software.

[0197] Appendix C sets forth examples of rules regarding coding ofstimuli.

[0198] It is to be understood that this information is submitted in anattempt to disclose one way in which can be realized. The specificsoftware code can be derived from disclosure of this preferredembodiment and is not essential to understanding of the invention.Substantial portion of one example of programming can be found at U.S.copyright registration TX529,929, registered Jul. 27, 1992 toBreakthrough, Inc., and is incorporated by reference herein.

[0199] It is to be appreciated that the invention can take many formsand embodiments. True essence and spirit of this invention are definedin the appended claims, and it is not intended that the embodiment ofthe invention presented herein should limit the scope thereof.

1. A system for adaptive learning by an individual user comprising:memory device containing data relating to: user instructions, normativeresponses, selection presentations; a control device containing thememory device and a processor; a user interface including a userperceivable display, a stimuli presentation device, and a tactileselection and input device; a software program which includes processingsteps to facilitate adaptive learning, the program: presenting stimulito the user through at least one of the stimuli presentation device andthe user perceivable display of the user interface, reading user inputin response to said stimuli, selecting succeeding stimuli based on botha comparison of user responses and normative data and upon aclassification of the user responses irrespective of normative data. 2.The system of claim 2 wherein the normative responses comprise avariable range of acceptable performance ratings in comparison to theuser responses.
 3. The system of claim 1 wherein the stimulipresentation device comprises a device which transducers electricalsignals representing sound into at least one of actual sound, analogsignals to stimulate a cochlear implant, and electrical signals toactuate a vibratactial device.
 4. The system of claim 1 wherein thetactile selection and input device comprises at least one of a touchscreen, keyboard, or mouse.
 5. The system of claim 1 wherein the stimulicomprise one or more of auditory, pictorial, and alpha numericinformation.
 6. The system of claim 1 further comprising additionallypresenting attributes of the stimuli through at least one of the stimulipresentation device and the user perceivable display of the userinterface.
 7. The system of claim 1 further comprising portion of theprogram whereby a learning strategy can be selected for a particularuser, said strategy initially imposing a predetermined initial level ofdifficulty and rate of progression, but dynamically varying the strategybased on feed back of the user responses.
 8. A method of adaptivelearning by an individual user comprising: gathering information from aplurality of sources regarding a given learning goal; analyzing saidinformation and compiling said information into normative data; storingthe normative data in a storage medium; storing a variety of userperceivable stimuli into a storage medium; presenting stimuli from thestorage medium to the display; prompting a user to input a selectedresponse to stimuli by tactile response of a user; converting thetactile response into a digital format; reading the digital format;presenting new stimuli based on a comparison of user selections andnormative data and upon a classification of the user responsesirrespective of normative data.
 9. The method of claim 9 wherein theuser perceivable stimuli include visual and auditory information, andportions of visual and auditory information, and abstractions of thevisual and auditory information related to characteristics of the visualand auditory information.
 10. The method of claim 8 wherein the step ofpresenting new stimuli is based on an initially predetermined level ofdifficulty related to type of perceptional information provided, amountof perceptional information provided, type of task presented, and rateof progression selected.
 11. The method of claim 10 wherein the initiallevel of difficulty is coupled with a strategy for progression through aseries of stimuli, and where the strategy for progression is dynamicallyadjusted based on user selection.
 12. The method of claim 11 wherebydynamic changing of strategy includes progression or regression based onuser selections, and where progression and regression can be presentedby adjustment of strategy variables.
 13. A method for interactive adaptof learning comprising: storing a plurality of core stimuli, the corestimuli including auditory and visual information; compiling collectionsof core stimuli into logical correlations, the correlations beingrelated to similar perceptional contrasts between stimuli; presentingthe correlations in the form of perceptional discrimination task to auser; allowing the user unlimited access to investigate and evaluate thepresented stimuli; requesting a decision on the discrimination task;monitoring and classifying the user decision and investigation andevaluation; and determining if succeeding tasks should be changed anddifficulty based on the monitoring and classifying.
 14. The method ofclaims 13 further comprising the step of storing a plurality ofattribute information regarding the core stimuli, the attributeinformation including portions of the core stimuli, characteristics ofthe core stimuli, and abstractions of all or part of the core stimuli.15. The method of claim 14 wherein the logical correlations relate todifferences in sound between stimuli.
 16. The method of claim 15 whereinthe perceptional discrimination tasks include at least one ofdiscrimination or identification of core stimuli.
 17. The method ofclaim 16 wherein the user is additionally allowed access to at leastsome of the attributes for the presented stimuli.
 18. The method ofclaim 13 wherein the step of determining is based on such things asclassification of the users investigation evaluation, reaction time,accuracy, and amount of available information.
 19. The method of claim13 further comprising allowing editing of core stimuli and the logicalcorrelations to provide customized presentations to user.
 20. The methodof claim 13 wherein the learning relates to at least one of speech,reading, math, geography, English language, foreign language.
 21. Themethod of claim 13 further comprising closing an initial learningstrategy for the user, the strategy including such factors as order ofpresentation of stimuli, performance criteria related to percentage ofsuccess of correct responses; amount of audio visual support availableto the user, and rate of progression through levels of difficulty ofstimuli.
 22. The method of claim 21 wherein the initial strategy can bealtered based on the monitoring of the user.
 23. The method of claim 22wherein the strategy can be customized by a teacher, parent, orprofessional, based on monitoring of the user.
 24. The method of claim22 wherein the strategy can be changed dynamically and automatically bycomparing monitoring of the user with the initial strategy.